United States History (#2100310)
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Unit 1B: Civil War & Reconstruction
Lesson B: Reconstruction & The Outcome of the Civil War Class Periods: 1.5 class periods
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Standards/Benchmarks:
SS.912.A.2.6- Compare the effects of the Black Codes and the Nadir on freed people, and analyze the sharecropping system and debt peonage as practiced in the United States.
SS.912.A.2.7- Review the Native American experience.
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Objectives: Identify the economic, political, and/or social consequences of Reconstruction. Identify and/or categorize the influence of significant people or groups on Reconstruction. Describe the issues that divided Republicans during the early Reconstruction era.
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Essential Question: What steps were taken during Reconstruction to rebuild the South and preserve the rights of African Americans? What were the differences the South experienced before and after the Battle of Gettysburg? What were the successes and failures of Reconstruction?
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Higher Order Questions:
To what degree was the New South really new?
What methods were used to create and maintain second-class citizenship for AfricanAmericans?
What was the significance of the Compromise of 1877? |
Vocabulary: Carpetbaggers Scalawags Compromise of 1877 Reconstruction Thirteenth Amendment Fourteenth Amendment Fifteenth Amendment Freedmans Bureau |
African American Migration Black Codes Debt Peonage Ku Klux Klan Radical Republicans Sharecropping States Rights New South |
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United States History (#2100310)
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Instructional Strategy Ideas:
I Do Teacher led group could have students make a chart comparing the three main plans for Reconstruction: Lincolns, Johnsons, and the Radical Republicans. We Do Student groups could create political campaign ads for the three main Reconstruction plans that include all the essential evidence that justified the plan. Students should be assigned their plan by the teacher. You Do Students could write an editorial from the view of a carpetbagger, scalawag, or an African-American freedman. |
Differentiation Ideas: Students could work in small groups of 3-4 students, they will read, annotate, analyze and discuss a document debating the end of slavery after the Civil War; What Emancipation Didnt Stop After All. Students will then break from their groups and write an argumentative essay using the article they analyzed with their group, their textbook or any supplemental resources from the unit for support to answer the prompt Did slavery end after the Civil War?
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Resources:
Use the lesson plan from CPalms: Radical Reconstruction lesson plan to answer historical thinking question: Why was the Radical Republican plan for reconstruction considered radical?
PBS: Reconstruction http://www.pbs.org/wgbh/amex/reconstruction/
Valley of the Shadow: Communities in the American Civil War http://valley.lib.virginia.edu/
America: The Story of Us - Civil War & Reconstruction http://www.history.com/shows/america-the-story-of-us/
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